TEACHERS’ PARTICIPATION IN CURRICULUM CONCEPTUALISATION AND EFFECTIVE IMPLEMENTATION OF SECONDARY SCHOOL CURRICULUM IN KENYA
Date
2015-07Author
Kanake Kobiah, Lydia
Dr. Kipngeno Barchok, Hillary
Dr. Wanja Njagi, Mercy
Prof M. Kobia, John
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Most curriculums start to gain life from the time they are conceived and written. In order to create a
strong curriculum, teachers must play an integral role in every step of the process of curriculum
development. Within the context of the current curriculum changes in education in Kenya, stringent
demands are being made on teachers to deliver. This study focused on teacher participation in
curriculum conceptualization and effective implementation of secondary school curriculum in
Kenya. The study employed descriptive survey research design and was conducted in Meru and
Nairobi Counties, Kenya. The target population was 3146 secondary school teachers comprising of
1781 males and 1365 females. Stratified random sampling was used to draw the participating
schools and teachers. A sample of 342 teachers participated in the study. A questionnaire for
teachers and an interview schedule for principals were employed in data collection. Both descriptive
and inferential statistics were used in data analyses. The study results established that there was a
statistically significant relationship between teachers’ participation in curriculum conceptualisation
and effective implementation of secondary school curriculum in Kenya. Teachers strongly agreed
that participation would improve their ability to interpret the philosophy, aims and goals of
education as well as the general and specific objectives of the curriculum. However, results also
indicated that teachers participated in curriculum conceptualization to a small extent due to the topdown models of curriculum development employed by Kenya Institute of Curriculum Development
(KICD). This study recommends that teachers should be involved in the planning and development
of the curriculum in all stages. Also, curriculum development should be decentralized to local levels
starting with school committees, sub-counties, counties and finally to the national level taking into
considerations all relevant contributions by various stakeholders.
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